An Investigation Into the Gamification of E-Learning in Higher Education

An Investigation Into the Gamification of E-Learning in Higher Education

Fenio Annansingh (City University of New York – York College, USA)
Copyright: © 2017 |Pages: 17
DOI: 10.4018/978-1-5225-2665-0.ch012


The concept of gamification has gained significant attention from practitioners and academics alike. Using game mechanics and dynamics to support an e-learning platform can increase learners' motivation, engagement, and retention areas, which have been proven to be challenging in the past. This chapter proposes a conceptual gamified e-learning framework which addresses some of the issues facing such environments. Further work needs to be done to standardize the framework by testing and applying it to a gamified e-learning environment.
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E-Learning In Higher Education

E-learning in higher education has been gaining in popularity since the 1990’s when it was first introduced. Now nearly all institutions have a major interest in e-learning, as they have recognized the importance of e-learning for institutional growth and increased access and enrollments (Bichsel, 2013). Higher educational institutions are using e-learning to strengthen students and instructor’s role for the learning community to develop new communication channels. The development of information and communication technologies (ICT) makes it possible for universities to strengthen their position in the educational landscape. They have also paved the way for lifelong learning and at the same time are increasing the reach of traditional brick and mortar universities. E-learning has transformed the learning landscape, as higher education can no longer be defined by national or regional terms. E-learning describes the ability of a system to electronically transfer, manage, support, and supervise learning and teaching materials (Normark & Cetindamar 2005). There are many electronic channels through which e-learning can be delivered. These include the internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, and CD-ROMs. Hence according to Volery (2000) if HE institutions do not embrace eLearning technology that is readily available, they will be left behind in the pursuit for globalization as eLearning initiatives will have direct effects on the strategic and tactical levels of these institutions (Shabha, 2000). Therefore it is imperative to examine the advantages and challenges facing eLearning.

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